This paper describes an observational study of the introduction of Sakai's Learning Management System (LMS) into several liberal arts courses at a women's college in the Middle East. Student participation in the CLE was tracked over the course of the semester and summarized by their number of logins and average session length. These measures were compared with final course grades to increase our understanding of the participation patterns of successful students in this new environment. Interestingly, we observe that students with an intermediate number of logins and session length tended to exhibit the optimal level of course achievement with students who logged in near the low or high amount of times tending to receive lower grades. We provide several potential explanations for this parabolic relationship.